Propuesta didáctica sustentada en el Aprendizaje Basado en Proyectos (ABP) para la enseñanza de la Historia, Unidad 5: El surgimiento de la Modernidad en Segundo de BGU

The research project ‘Didactic proposal based on Project Based Learning (PBL) for the teaching of history Unit 5: The emergence of Modernity in the second year of BGU’ aimed to analyse PBL as a didactic proposal for the teaching of history to students in the second year of Bachillerato Generaron Unificado (Unified General Baccalaureate). This course emerged in response to the need to overcome the limitations of traditional methods, often associated with passive memorisation, and to encourage critical, reflective, and active learning, in line with the National Compulsory Curriculum of Ecuador. The study adopted a mixed research design combining qualitative and quantitative methods. Its approach was non-experimental, cross-sectional, and descriptive, applying surveys to 250 students, interviews with educational experts, and a teacher from the institution. The theoretical framework was adjusted to a comprehensive literature review. The tools included questionnaires based on the Likert scale and structured interviews. This approach made it possible to explore perceptions of the use of PBL and to assess its impact on the development of historical competencies. The results revealed that, although students were neutral towards the current implementation of PBL, significant areas for improvement were highlighted, such as the need to adapt more attractive and relevant teaching materials and to reinforce teachers' and students' skills. The qualitative analysis also underlined that PBL favours autonomy, critical thinking and the ability to relate historical events to contemporary issues but faces challenges associated with the availability of resources and teacher training. The conclusions highlight that PBL is a promising methodology for teaching history, especially in complex subjects such as the emergence of modernity. It is recommended to strengthen didactic strategies through teacher training and the use of digital resources.

• Auteur principal: Almeida Alvarado, Nashely Alejandra (author)
• Format: bachelorThesis
• Langue: spa
• Publié: 2025
• Sujets: APRENDIZAJE BASADO EN PROYECTOS; ENSEÑANZA DE LA HISTORIA MODERNIDAD; DIDÁCTICA EDUCACIÓN SECUNDARIA; PENSAMIENTO CRÍTICO
• Accès en ligne: http://dspace.unach.edu.ec/handle/51000/15045